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ERIC Number: EJ1055702
Record Type: Journal
Publication Date: 2015-May
Pages: 11
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-1082-3301
The Synergistic Effect of Teaching a Combined Explicit Movement and Phonological Awareness Program to Preschool Aged Students
Callcott, Deborah; Hammond, Lorraine; Hill, Susan
Early Childhood Education Journal, v43 n3 p201-211 May 2015
While movement is critical to young children's development, there is an ongoing debate about the time devoted to teaching movement in early childhood classrooms. Nevertheless, research has established a link between specific precursor motor skills and early literacy development. This study investigated the synergistic effect of practising specific movements through daily actions and songs alongside the explicit teaching of phonological awareness and phonics in 400 preschool children (aged between four and five). Results indicate that students who received the combined intervention of explicit phonological awareness and movement were the only group to perform significantly better than the control group on measures of phonological awareness, invented spelling and spelling. An interesting outcome was that the literacy/movement group and not the movement group made significantly larger gains for the movement measure. These findings suggest that teaching pre-primary aged children early literacy and movement in tandem is more beneficial than teaching either in isolation.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A